'It's like we've gone backwards': Perceptions of Scottish ESOL policy

Brown, S. and Sheridan, M. (2024) 'It's like we've gone backwards': Perceptions of Scottish ESOL policy. Language Issues, 34(2), pp. 3-14.

Abstract

In 2007, Scotland was the first UK nation to launch its own national English to Speakers of Other Languages (ESOL) strategy. While the vision and objectives of this widely praised strategy implied a transformative, emancipatory agenda, critical analysis of ESOL provision from 2007–2020 suggests that various factors undermined the potential for the ESOL Strategy’s objectives to be fully met. In 2021, the Scottish government announced plans to discontinue the ESOL Strategy and incorporate ESOL within a wider Adult Learning Strategy. In this article, we present an empirical study that canvassed the perceptions of ESOL professionals in Scotland, with the aim of building a practitioner-led view of Scottish ESOL policy at this critical juncture. Analysis of the data collected in the study reveals major concerns over the Scottish government’s decision not to renew a standalone ESOL strategy. These concerns relate to a perceived lack of commitment to ESOL from the Scottish Government, poor consultation processes, and a pessimistic outlook on the future of ESOL. The study’s findings imply a need for ESOL practitioners and learners to be more actively involved in ESOL policy decisions. The article recommends further, more critical review of the Scottish Government’s ESOL policymaking processes, with a view to re-introducing a bespoke ESOL strategy.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Brown, Dr Steve
• Authors: Brown, S., and Sheridan, M.
• Subjects: L Education > LC Special aspects of education; L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
• College/School: College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
• Journal Name: Language Issues
• Publisher: NATECLA
• ISSN: 0268-5833

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